activity update

---

Post-School Outcomes: 2nd Time Around

To copy one slide/page LEFT click and choose copy. To print one slide/page Right click and choose print. Choose current page.

Increase in community work experiences

Consolidated plans, district are using AATA to build IEP , information on who is collecting PSO data, data from IEP verification,

Districts understood that access, interpreting & sharing the PSO data is important to educate and inform our teachers and staff Use PSO data to implement data driven decision making; spend more effort on exit interviews to collect more dataupdate cell phone numbers. School Districts want to utilize Evidenced Based Practices & strategies; purposefully assess evidence based practices and strategies; Use predictors to develop better outcomes in transition; Include predictors of post school success in daily lessons & transition plans Improve our transition programs; IEP process more relevant; Encourage & increase students involvement in IEP process & meetings. Involve agencies more; Look at vocational programs; Community based learning

State investment of $ for capacity and program improvement

Indicator 14 is one of 17 Indicators used to measure how well states are meeting the purpose of IDEA. Indicator 14 explicitly measures how well states prepare children with disabilities for further education, employment, and independent living.

Federally collected and reported to Office of Special Education Programs in Feb of each calendar year. Data for PSO reported in Feb exited school two years prior b/c former students had to be out of school for a year and takes about a year to review and do analysis. Most current federal data. State-level are one year more current.

The counts that go in these categories are hierarchal and unique and should not contain any from a higher category.

Fill out as activity at the beginning of the year…review and revise throughout the year Educate the student and family that the phone call will be coming Have student address the POST CARD Practice reading questions?

I want to talk about data sources. Student is of course your primary source. Family is a secondary source. These can be Parents, Grandparents, Siblings, Guardians. Be cautious of Aunts, Uncles, Cousins, Foster-Parents, etc. Anyone else is a tertiary source. These can be friends, co-workers, Aunts, Uncles, Cousins, FosterParents, program participants, service providers. Be cautious of using former/current employers or former/current educators as these people may have a vested interest in the outcome of the survey. For example: ● No employer will tell you that their employees are making less than minimum wage.

Over the last five years, we can see response rates improving. There was a little bit of slippage this last time, but is well within the pattern of the last four years.

There is a growing trend of accepting tertiary or further disconnected sources for the interview. In the last five years, the rate of “Other” respondents has almost doubled while the rate of Primary or Secondary sources has consistently reduced. Getting the interview from any reputable source is understandable, but we need to know who that data is coming from. No specific interviewer type is more likely than another to accept more or less tertiary sources.

Of the 1711 interviews not completed, most of those are due to not being able to find a student, not getting a response from the contacts made, or someone refused. Of those non-response categories, 38% recorded only 1 or 2 attempts.

Interviewer notes provide context for the interview. The Who, What, When, Where, Why, & How. Not only for ODE, but for districts as well.

Half of all not completed/refused interviews had no notes. So neither we, nor the district, has enough context for the data being entered.

98% of these interviews, based on the interviewer notes, should have been marked as something else. Other Example 1: Should be Unable to Find or No Response Example 2: Should be Unable to Find Refused – Example 1: Should be No Response

Based on the notes available, we wanted to clarify a few things. 1. No Agreement to participate. A handful of interviews claimed they could not complete because of a missing agreement. This is not required for Follow-Up interviews. 2. Not enough time. We are paraphrasing here. This is not a completed interview and should not be marked as such. 3. We see a lot of interviews marked as Refused when the notes say they were hung up on. If you are hung up on without a word from the respondent, that is not a refusal. Mark it as Unable to Find 4. There were a few interviews where the notes indicated that the student was not eligible because they were not supposed to graduate at that time. Graduation is not a condition of the PSO. Leaving High School is. For example, if a child enrolls in 9th grade and receives special education services for 5 minutes, then exits and does not re-enroll the following year, they are eligible to take the PSO survey.

A – Higher Education B – Higher Ed + Competitive Employment C – A + B + Other Engaged

★ Total number of Leavers 4,654 (FFY17-18) ★ Total completed interviews 2,936(FFY17-18)

Local level now have access $ was used for..OSTC, SPR&I trainings, purchasing AATA, Curriculum,

Parental involvement as 1 of 16 predictors of postschool success for students with disabilities; students with one or more parents who participated in more IEP meetings in grades 11 and 12 were more likely to be engaged in post-school employment. Bullet 3 *Model stakeholder group- show them how to look at their dat by how we look at state data

(make a suggestion to help better prepare current students for life after high school)?;What was most helpful or could have been done better?

Highlight state resources for these findings

Listening to students and families can give us insight to what is needed to be successful beyond high school

Table activity- talk about what they, as a district should change-

●

●

●

Using a sound research design: The outcomes of students receiving a tested teaching strategy or intervention are compared to similar students who do not receive the intervention. Based on high quality data analysis: Researchers must be sure to carefully collect, store and examine the data. Involves other researchers to review: The study should be reported in a journal so other researchers can review the methods used and repeat the research in other settings.

●

Remind them they will see lists with 17, 18 even 20. These are ever changing as more research is reviewed.

●

We will talk more about the EBPs in Phase 4

This form is used as a self-assessment tool for educators and others to self-identify their respective level of knowledge or experience in 20 key areas related to best practices in secondary transition. Information gathered via this informal selfassessment is used to create professional development plans individually or as a group, team, or program. The Transition Network Facilitator and others can then work to provide meaningful consultation, training, and technical assistance in order to meet your unique needs or the needs of your program.

This assessment is based on the post-school predictors and guided the group to self-assess for areas of needed supports: Interagency Collaboration, Vocational Education, SelfDetermination and Self-Advocacy, Community Experiences… etc. This extensive assessment helped us determine that Self-Advocacy and Interagency Collaboration were areas of need across all schools in Cenetnnial School District. (able to emphasize what is in place for all students. We found what was needed for students with disabilities and filling the gaps)Each district will have strong areas and areas of need. Ie. off site transition programming is strong in some and high school continuum of transition supports are in need.

●

via job shadowing, internships, guest speakers, industry tours, Career Technical Education classes, or career fairs.

First two links are picture inventories for struggling readers. Second two are more in depth with links to dive deeper into career info.

Resource 1: Career Search Activities is an electronic document that is downloadable with search engines for different careers. Show link. Resource 2: RJC Folder Contains Templates for planning, permission slips, student surveys, sample flier, handbook, etc. (show link)

1. Provide opportunities to participate in job shadowing, work-study, apprenticeships, or internships. **Consider work study, apprenticeships, and internship environments that are culturally sensitive to students from different cultural backgrounds. 2. Provide instruction in soft skills (e.g., problem solving, communicating with authority figures, responding to feedback, promptness) and occupational specific skills (e.g., clerical, machine operation). 3. Provide transportation training, including the use of public transportation and jobsite and community safety. 4. Conduct job performance evaluations by student, school staff, and employer. 5. Provide instruction in obtaining (e.g., resume development) and maintaining a job. 6. Develop a process for community-based employment options in integrated settings with a majority of co-workers without disabilities. 7. Conduct situational vocational assessments to determine appropriate job matches. 8. Develop a process to enable students to earn high school credit for paid employment work experience. 2 9. Link eligible students to appropriate adult services (e.g. Vocational Rehabilitation, Developmental Disabilities Services) services prior to exiting school that will support student in work or further education. 10. Involve appropriate adult services (e.g., Vocational Rehabilitation or job coach when needed) in the provision of community-based work experiences. 11. Use age-appropriate assessments to ensure jobs are based on students’ strengths, preferences, interest, and needs. 12. Ensure employment training placements offer opportunities for (1) working 30+ hours/week, (2) making minimum wage or higher, with benefits, and (3) utilizing individualized supports and reasonable accommodations.

Assistive tech app WISE

Evidence Based- video modeling See how to Strategy sheet.

Individual Community Work experience training agreement: signed agreement, hold harmless insurance agreement, education based experience, Teachers, EA’s The Work History form supports both unpaid and paid opportunities. It shows the business/community partner what the student has experience with and the information related to supports needed, preferences, interests and strengths. The Job Performance form helps to support both in regards to the skill ability level in the task that is to be addressed on the job.

Oregon CTE link shows career clusters in Oregon and Programs of study - challenge teachers to find out more on the program in their district and how to begin a program to integrate students able to accomplish program with accommodations/VR/YTP resources in the door. Search engine for looking up vocational training by ip code; Directory of building trades reps for apprenticeship visits/recruiting.

•

Safety skills

•

Communication skills

•

Employment skills

•

Community integration skills

•

Cooking skills

•

Purchasing skills

This is just an observation – where is the instruction? Learning how to find disability resources- finding a reader board with class assignments

Example of student utilizing self advocacy- using person centered thinking and person first language

ME Curriculum Single Page profiles Guided Group Discovery- Promising practice (maybe research based or possibly evidence basedunsure) See Oregon Transition handbook- Letter of introduction, student led IEP, student led IEP script

Collaboration through Local Employment First meetings, Transition team meetings Consortiums (Teachers, Adminstration, Transition Specialists (both YTP and non-YTP) Inviting others from DD, VR, Family groups, Brokerages, Non-profits working with youth, any other community agencies or organizations that support Transition age youth

Only evidence based practice- training modules for parents. The increase in the overall parent contribution. Training modules are effectiveCommunity Development Program Brokerage Vocational Rehabilitation Provider Organizations Housing Authority Social Organizations Family Networking ETC